Øystein Ringstad

• Steven, Alison; Pearson, Pauline; Turunen, Hannele; Myhre, Kristin; Sasso, Loredana & Vizcaya-Moreno, M Flores [Vis alle 23 forfattere av denne artikkelen] (2021). Development of an International Tool for Students to Record and Reflect on Patient Safety Learning Experiences. Nurse Educator. ISSN 0363-3624. 47(3). doi: 10.1097/NNE.0000000000001142.
• Bagnasco, Annamaria; Zanini, Milko; Catania, Gianluca; Aleo, Giuseppe; Turunen, Hannele & Tella, Susanna [Vis alle 27 forfattere av denne artikkelen] (2021). Learning From Student Experience. Development of an International Multimodal Patient Safety Education Package. Nurse Educator. ISSN 0363-3624. 47(4). doi: 10.1097/NNE.0000000000001138.
• Grønlien, Heidi Kristine; Christoffersen, Trine Eker; Ringstad, Øystein; Andreassen, Marita & Lugo, Ricardo Gregorio (2021). A blended learning teaching strategy strengthens the nursing students’ performance and self-reported learning outcome achievement in an anatomy, physiology and biochemistry course: A quasi-experimental study. Nurse Education in Practice. ISSN 1471-5953. 52, s. 1–6. doi: 10.1016/j.nepr.2021.103046. Fulltekst i vitenarkiv Vis sammendrag

  In nursing, bioscience is regarded as one of the cornerstones of nursing practice. However, bioscience disciplines as anatomy, physiology and biochemistry are considered challenging for students and the failure rate is high. In this study we explore a blended learning teaching strategy in an anatomy, physiology and biochemistry course for first year Bachelor nursing students. In the blended learning teaching strategy, short narrated online digital resources of bioscientific terms and concepts were integrated into the teaching design along with digital metacognitive evaluations of learning outcomes. Results show that compared to students receiving traditional face-to-face teaching, the students with a blended learning approach performed better on their national exam with a small to medium effect size (Cohen’s d=0.23). Student course evaluations supported the blended learning delivery with small to medium effect sizes. The students reported that the digital resources supported their learning outcome achievement, that they better understood the teacher’s expectations and that they were more satisfied with their virtual learning environment. This study adds to the growing literature of blended learning effectiveness in higher education, and suggests the use of digital resources as an enrichment of teaching and enhancement of students’ study experience.

• Svalastog, Anna Lydia; Blaakilde, Anna Leonora; Ringstad, Øystein & Lamerichs, Joyce (2020). Narrative Genre and Health in the Digital Society. I Svalastog, Anna Lydia; Gajović, Srećko & Webster, Andrew (Red.), Navigating Digital Health Landscapes: A Multidisciplinary Analysis. Palgrave Macmillan. ISSN 978-981-15-8205-9. s. 15–42. doi: 10.1007/978-981-15-8206-6_2.
• Steven, Alison; Wilson, Gemma; Turunen, Hannele; Vizcaya-Moreno, M Flores; Azimirad, Mina & Kakurel, Jayden [Vis alle 16 forfattere av denne artikkelen] (2020). Critical Incident Techniques and Reflection in Nursing and Health Professions Education. Systematic Narrative Review. Nurse Educator. ISSN 0363-3624. 45(6), s. 57–61. doi: 10.1097/NNE.0000000000000796.
• Steven, Alison; Tella, Susanna; Turunen, Hannele; Vizcaya-Moreno, Flores; Perez- Canaveras, Rosa & Porras, Jari [Vis alle 12 forfattere av denne artikkelen] (2019). Shared learning from national to international contexts: a research and innovation collaboration to enhance education for patient safety. Journal of Research in Nursing. ISSN 1744-9871. 24((3-4)), s. 149–164. doi: 10.1177/1744987118824628. Vis sammendrag

  Abstract Background Patient safety is key for healthcare across the world and education is critical in improving practice. We drew on existing links to develop the Shared LearnIng from Practice to improve Patient Safety (SLIPPS) group. The group incorporates expertise in education, research, healthcare, healthcare organisation and computing from Norway, Spain, Italy, the UK and Finland. In 2016 we received co-funding from the Erasmus + programme of the European Union for a 3-year project. Aim SLIPPS aims to develop a tool to gather learning events related to patient safety from students in each country, and to use these both for further research to understand practice, and to develop educational activities (virtual seminars, simulation scenarios and a game premise). Study outline The SLIPPS project is well underway. It is underpinned by three main theoretical bodies of work: the notion of diverse knowledge contexts existing in academia, practice and at an organisational level; the theory of reflective practice; and experiential learning theory. The project is based on recognition of the unique position of students as they navigate between contexts, experience and reflect on important learning events related to patient safety. To date, we have undertaken the development of the SLIPPS Learning Event Recording Tool (SLERT) and have begun to gather event descriptions and reflections. Conclusions Key to the ongoing success of SLIPPS are relationships and reciprocal openness to view things from diverse perspectives and cultures. Keywords experiential learning, international collaboration, inter-professional learning, knowledge contexts, patient safety, reflection, shared learning

• Ringstad, Øystein (2019). Pasientautonomi ved kronisk sykdom. I Svalastog, Anna Lydia; Kristoffersen, Nina M. J. & Lile, Hadi Strømmen (Red.), Psykososialt arbeid: Kunnskap, verdier og samfunn. Gyldendal Akademisk. ISSN 978-82-05-51244-3. s. 179–202.
• Ringstad, Øystein (2016). Being an autonomous person with chronic disease. Croatian Medical Journal. ISSN 0353-9504. 57(6), s. 608–610. doi: 10.3325/cmj.2016.57.608.
• Ringstad, Øystein (2016). Patient autonomy in a digitalized world: Supporting patients' autonomous choice. Croatian Medical Journal. ISSN 0353-9504. 57(1), s. 80–82. doi: 10.3325/cmj.2016.57.80.
• Ringstad, Øystein (2014). Interpersonal relationships and patient autonomy in clinical rehabilitation teams. Clinical Ethics. ISSN 1477-7509. 9(2), s. 63–70. doi: 10.1177/1477750914524070.
• Ringstad, Øystein (2014). Understanding through experience: Information, experience and understanding in clinical rehabilitation practice. Disability and Rehabilitation. ISSN 0963-8288. 36(12), s. 978–986. doi: 10.3109/09638288.2013.829523.
• Ringstad, Øystein (2010). Interviewing patients and practitioners working together in teams. A multi-layered puzzle: putting the pieces together. Medicine, Health care and Philosophy. ISSN 1386-7423. 13(3), s. 193–202. doi: 10.1007/s11019-010-9243-6. Vis sammendrag

  This paper presents and evaluates a methodological approach aiming at analysing som of the complex interaction between patients and different health care practitioners working together in teams. In modern clinical work, patients and different professional practitioners often work together on complex cases involving different kinds of knowledge and values, representing different perspectives. The approach presented in the paper is exemplified with a study of multi-professional teams in rehabilitation medicine. Data are collected by individual interviews to have thorough descriptions of each perspective. The interaction in the team is analysed by comparing different descriptions of the same situations by the involved individuals. We may then discuss how these descriptions relate to each other and how the the individuals in the team interact. Two examples from an empirical study are presented and discussed.

• Ringstad, Øystein (2005). Medisinske fag som redskap i klinisk sykepleie, Å være i bevegelse - læring og utvikling i sykepleie : sykepleierutdanningen i Østfold, 50 år i 2005. Høgskolen i Østfold. s. 204–212.

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• Ringstad, Øystein (2008). Arbeidsbok til Det syke mennesket : 25 sykehistorier : studiespørsmål : studie- og svarveiledning. Akribe Forlag. ISBN 9788279501244. 144 s. Vis sammendrag

  25 sykehistorier med arbeidsoppgaver i sykdomslære for sykepleierstudenter, med oppsummering av fagstoff til besvarelse av oppgavene.Basert på læreverket Det syke mennesket.

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• Ringstad, Øystein (2018). Pasientautonomi ved kronisk sykdom - mer enn informert samtykke.
• Ringstad, Øystein (2016). Patient autonomy expressed in self-biographical health narratives.
• Ringstad, Øystein (2015). Tap, sorg og depresjon ved kronisk sykdom. Etiske aspekter.
• Ringstad, Øystein (2015). Tap, sorg og depresjon ved kronisk sykdom. Etiske aspekter.
• Ringstad, Øystein (2015). Etikk og rehabilitering.
• Ringstad, Øystein (2014). Tap, sorg og depresjon. Psykososiale og etiske aspekter ved kronisk sykdom.
• Ringstad, Øystein (2014). Ethical issues in interprofessional care for terminally ill cancer patients.
• Ringstad, Øystein (2013). Ethical issues in interprofessional care for terminally ill cancer patients.
• Ringstad, Øystein (2010). Makt og etikk. Etiske verdier som styrende for pasientrelasjonen.
• Ringstad, Øystein (2010). Etikk ved livets slutt. Vis sammendrag

  Forelesning om etiske aspekter ved livsforlengende medisinsk behandling

• Ringstad, Øystein (2009). Hvilken rolle bør pasient og pårørende spille ved medisinsk behandling, og ved avslutning av behandling? Vis sammendrag

  Foredrag som presenterer og diskuterer kravet om samtykke fra pasient eller pårørererende ved medisink behandling, og spesielt ved beslutninger om å avslutte livsforlengende behandling.

• Ringstad, Øystein (2009). Tap, sorg og depresjon. Psykososiale og etiske aspekter ved kronisk sykdom.
• Ringstad, Øystein (2009). Tap, sorg og depresjon. Psykososiale og etiske aspekter ved kronisk sykdom.
• Ringstad, Øystein (2009). Interdisciplinary team work. Interviewing members of clinical teams. Vis sammendrag

  A methodological approach for describing and analyzing interdisciplinary clinical team work was presented.

• Ringstad, Øystein (2009). Can Europeans teach health care ethics in Africa? : the contextual relevance of ethical theory.
• Ringstad, Øystein (2009). Describing interdisciplinary clinical team work interviewing team members.
• Ringstad, Øystein (2009). Etikk, rettighter og tvang i forhold til pasientrettighetslovens kapittel 4A.
• Ringstad, Øystein (2009). Hvilke etiske utfordringer bringer pasientrettighetslovens kapittel 4A med seg?
• Ringstad, Øystein (2009). Samtykkekompetanse: et vanskelig og mangfoldig begrep.
• Ringstad, Øystein (2008). Etikk ved kronisk sykdom.
• Ringstad, Øystein (2008). Pasientautonomi ved kronisk sykdom - mer enn informert samtykke. Vis sammendrag

  Foredrag ved kurs for Kliniske etikkomiteer

• Ringstad, Øystein (2008). Pasientautonomi ved kronisk sykdom - mer enn informert samtykke. Vis sammendrag

  Foredrag ved fagmøte på Ringerike sykehus HF

• Ringstad, Øystein (2008). Patient autonomy in rehabilitation medicine. How to get the inside story.
• Ringstad, Øystein (2008). Patient autonomy in rehabilitation medicine.
• Ringstad, Øystein (2008). Pasientautonomi ved kronisk sykdom - mer enn informert samtykke.
• Ringstad, Øystein (2008). Pasientautonomi ved kronisk sykdom - mer enn informert samtykke.
• Ringstad, Øystein (2006). Etiske prinsipper og klinisk hverdag. Vis sammendrag

  Tre grunnleggende prinsipper i medisinsk etikk ble presentert og diskutert: Velgjørenhetsprinsippet, respekt for pasientautonomi og rettferdighetsprinsippet. Disse ble så anvendt på en pasienthistorie som reiste spørsmål der hensynet til de tre prinsippene må avveies. Forelesningen ble hodt på kurs for turnuskandidater.

• Ringstad, Øystein (2006). Pasienters selvbestemmelse og klinisk praksis : en (planlagt) intervjuundersøkelse i rehabiliteringsmedisinen. Vis sammendrag

  I foredraget ble prinsippet om respekt for pasienters autonomi presentert og diskutert spesielt med henblikk på hvordan dette praktiseres i rehabiliteringsmedisinen. Foredraget ble holdt for medlemmer av kliniske etikkomiteer ved norske sykehus og var en presentasjon av en planlagt studie med samme tema.

• Ringstad, Øystein (2014). Patient autonomy in clinical rehabilitation. Universitetet i Oslo. ISSN 978-82-8264-832-5. Vis sammendrag

  The aims of this dissertation are to explore how patient autonomy is conceptualized and respected in clinical rehabilitation, to discuss these empirical findings against existing theoretical perspectives on patient autonomy, and to assess the relevance of the findings to other clinical contexts. The empirical study is based on 16 qualitative semi-structured interviews with 12 informants from a rehabilitation hospital: 3 patients with either a spinal cord injury or a disease of the spinal cord, and the physiotherapist, the nurse, and the physician from each of the patients’ rehabilitation teams. The analysis applied procedures developed in grounded theory. Four categories were identified: gaining experience, disclosing information, interpersonal relationships in clinical rehabilitation teams, and decisions. The informants agreed that the patients needed to experience the physical, practical, and social consequences of their condition in order to understand their situation adequately. Practitioners disclosed information to patients in discussions of such experiences and in answering their questions. Interpersonal relationships were perceived as essential in the work of the rehabilitation teams. Practitioners emphasized the patient’s real reactions, concerns and opinions when they tried to align the team’s goals with those that the patient really wanted to achieve. The physiotherapists’ and the nurses’ bodily closeness with the patient seemed to encourage close and confidential relationships that facilitated the communication with the rest of the team. Patients made a range of different decisions. Some involved consent, but most decisions concerned their goals for the rehabilitation and preparation for their future lives. Formal and informal communication, experience and the need for time to deliberate were conditions for the decision making. Patients and practitioners in clinical rehabilitation see patient autonomy in a variety of ways, which are covered by different existing theoretical perspectives. Informed consent is relevant to specific interventions. In the majority of situations, discussions of patient autonomy focus on the patient’s efforts and development and the practitioners’ assistance and support. Processes aiming at enhancing understanding and agreement are important. Practitioners implement patients’ decisions, help them to form preferences and recognize their needs. These results are relevant to other health care contexts where patients live with chronic conditions and are treated by different health care professionals.

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